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English for what? Rural Nicaraguan teachers’ local responses to national educational policy
16 references·4 citing·33 second hop
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this work references cited by second hop

References

  • 2006Language Policy1,690 cited
  • 2006Language Policy Hidden Agendas and New Approaches1,337 cited
  • 2003Beyond methods: macrostrategies for language teaching1,030 cited
  • 1995Linguistic Human Rights571 cited
  • 2004Language Policies in Education: Critical Issues500 cited
  • 2009Education Policy as a Practice of Power452 cited
  • 2010Engaged Anthropology: Diversity and Dilemmas417 cited
  • 2006The right to research384 cited
  • 2007Cultural globalization and language education366 cited
  • 2014Language policies in education: critical issues234 cited
  • 2006(Re-)Locating TESOL in an Age of Empire149 cited
  • 2005The English-vernacular divide: postcolonial language politics and practice148 cited
  • 2005TheEnglish-Vernacular Divide132 cited
  • 2012Multicultural Education in Finland: Renewed Intercultural Competences to the Rescue?98 cited
  • 2009And when she comes home? Education and women's empowerment in intimate relationships65 cited
  • 2009Cultural globalization and language education61 cited

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Cited by

  • 2021Foreign language education in rural schools: Struggles and initiatives among generalist teachers teaching English in Mexico22 cited
  • 2017ELT policy interpretations and translations in rural Colombia14 cited
  • 2016Language, identity, and citizenship in a U.S. University: immigrant English learners’ identity (re)positioning11 cited
  • 2021Navigating a policy vacuum in the New Latino Diaspora: Teaching Spanish as a heritage language in Tennessee high schools7 cited